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Citations (18)
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Read on this site (10)
Hui Lin, Lexie Grudnoff & Mary Hill. (2023) Navigating personal and contextual factors of SENCo teacher identity. International Journal of Inclusive Education 27:7, pages 819-833.
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Jonas Udd & Inger Berndtsson. (2023) SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools. European Journal of Special Needs Education 0:0, pages 1-14.
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Hui Lin, Lexie Grudnoff & Mary Hill. (2022) Agency for Inclusion: A Case Study of Special Educational Needs Coordinators (SENCos). International Journal of Disability, Development and Education 0:0, pages 1-11.
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Zhengli Xie & Li-Fang Zhang. (2022) Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools. Asia Pacific Journal of Education 0:0, pages 1-14.
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Katherine Szocik, Margaret A. Gerry & Sarah A. Nagro. (2021) The impact of reflective practice on teacher candidates’ attitudes towards individuals with disabilities and professional identity. Reflective Practice 22:6, pages 739-752.
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Henrik Lindqvist, Robert Thornberg & Gunilla Lindqvist. (2021) Experiences of a dual system: motivation for teachers to study special education. European Journal of Special Needs Education 36:5, pages 743-757.
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Zhengli Xie, Meng Deng & Zhiyong Zhu. (2021) From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools. International Journal of Inclusive Education 0:0, pages 1-18.
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Graeme J. Dobson & Graeme Douglas. (2020) Who would do that role? Understanding why teachers become SENCos through an ecological systems theory. Educational Review 72:3, pages 298-318.
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Kerstin Göransson, Gunilla Lindqvist, Nina Klang, Gunnlaugur Magnússon & Lena Almqvist. (2019) Professionalism, governance and inclusive education – A total population study of Swedish special needs educators. International Journal of Inclusive Education 23:6, pages 559-574.
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Gunnlaugur Magnússon & Kerstin Göransson. (2019) Perimeters of, and challenges to, the jurisdiction of Swedish special educators: an exploration of free text responses. European Journal of Special Needs Education 34:3, pages 257-271.
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Articles from other publishers (8)
Gunnlaugur Magnússon. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Marloes L. Jaspers-van der Maten, Els W. M. Rommes & Ron H. J. Scholte. (2022) Early Identification of Social, Emotional, and Behavioral Difficulties by School Staff: A Qualitative Examination of Dutch Primary School Practices. International Journal of Environmental Research and Public Health 20:1, pages 654.
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Virginia Kay, Marlena Chrostowska, Amanda Henshall, Anne Mcloughlin & Fiona Hallett. (2022)
Intrinsic and extrinsic tensions in the
SENCo
role: navigating the maze of ‘becoming’
. Journal of Research in Special Educational Needs 22:4, pages 343-351.
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Anna Johansson, Nina Klang & Gunilla Lindqvist. (2021) Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support. Journal of Research in Special Educational Needs 21:4, pages 355-367.
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Petra Gäreskog. (2021) Yrkesgruppers anspråk på arbetet med barn i behov av särskilt stöd. Educare:4, pages 29-53.
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Graeme Dobson & Graeme Douglas. (2020) Factors influencing the career interest of SENCOs in English schools. British Educational Research Journal 46:6, pages 1256-1278.
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Michal Růžička, Lucia Pastieriková, Monika Smolíková, Kateřina Fialová & Pavlína Baslerová. 2020. Speciální pedagog a další aktéři školního poradenského pracovistě ve společném vzdělávání. Speciální pedagog a další aktéři školního poradenského pracovistě ve společném vzdělávání.
Graeme John Dobson. (2019) Understanding the SENCo workforce: re‐examination of selected studies through the lens of an accurate national dataset. British Journal of Special Education 46:4, pages 445-464.
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